Psychology Practicum Class Xii

PSYCHOLOGY PRACTICALS . www.cbsepsychology.
com
PSYCHOLOGY
PRACTICUM
CLASS XII
2020-21
www.cbsepsychology.com
PSYCHOLOGY PRACTICALS www.cbsepsychology.com

PSYCHOLOGY PRACTICALS . www.cbsepsychology.com
INSTRUCTIONS FOR PRACTICAL FILE
1. Practical File should be neatly written, headings to be typed. (sample will be

provided)
2. Don’t use red or pink ink pen.
3. Underline headings with a black pen (not red or pink)
4. A suggested format for writing a psychological testing report is given.
5. Every practical report should follow the given format.
6. “Introspective Report” is the written report given by the subject regarding how he
felt about the test.
7. Behavioural observation is examiner’s i.e the test conductor’s observation of the
subject.
8. All the response sheets are to be kept safely, put in an envelope, and that envelope
is to be pasted in the file. (sample shown).
9. Conclusion should be very precise.
Each student will be given two practicals for administration as well as for writing
(full report starting from” Problem” to “conclusion”).
a) Viva will be taken on individual basis.
b) Read Practical file thoroughly.
c) Viva questions are given in this booklet. Viva is based on your practical and related
theory.
ADMINISTRATION AND PREPARING REPORTS OF FIVE

PSYCHOLOGICAL TESTS
 Psychology Practical File with name

 CERTIFICATE
 ACKNOWLEDGEMENT
 INTRODUCTION TO PSYCHOLOGICAL TESTING
 PRACTICALS
• INDEX
• Raven’s Standard Progressive Matrices (RSPM)
• Maudsley Personality Inventory (MPI)
• Self-Concept Questionnaire (SCQ)
• Sinha’s Comprehensive Anxiety Test (SCAT)
• Adjustment Inventory for School Students (AISS)
 TITLE
 PROBLEM
 BASIC CONCEPT

PSYCHOLOGY PRACTICALS . www.cbsepsychology.com
 METHOD
* Material Required
* Procedure
• Rapport Formation
• Preliminaries
• Instructions
* Precautions
* Test Administration
* Introspective Report
* Behavioural observation
 RESULTS
#Scoring and Data Analysis
 INTERPRETATION AND DISCUSSION

 CONCLUSIONS
 REFERENCES
NOTE: PRACTICAL FILE SHOULD BE HAND WRITTEN.

PSYCHOLOGY
PRACTICAL FILE
NAME
CLASS & SECTION
(TO BE PRINTED on white sheet, and pasted On BLACK A4 Sheet)

(TO BE PRINTED on white sheet, and pasted On BLACK A4 Sheet)

Many people have played an important role for the completion of.
My practical work.
I take this opportunity to express my profound gratitude and deep
regards to my guide Ms. ______________ (HOD -
PSYCHOLOGY) for her exemplary guidance, monitoring and
constant encouragement throughout the course of this practical.
Also, I would like to thank all my friends who were subjects for
various experiments and tests, without their time and support this
would have not be possible.
I further extend my deepest gratitude to MS. __________

(Principal for their help in my file work. Without their
encouragement and support, it would not have been possible.
I would also like to thank my parents for helping me to go my own

way. Last, but not the least, thanks to the almighty, who blessed
me and made all things possible.
YOUR NAME
(TO BE PRINTED ON A WHITE SHEET AND PASTED ON BLACK A4

SHEET)

INTRODUCTION
TO
PSYCHOLOGICAL
TESTING
(Heading TO BE PRINTED ON A WHITE SHEET AND PASTED ON
BLACK A4 SHEET)

Psychology Practical www.cbsepsychology.com
Introduction to Psychological testing [WRITE WITH BLACK PEN]

What is Psychology?
Defination
Psychology is defined formally as a science which studies mental processes, experiences and behavior
in different contexts.
Studies mental processes, experiences and behavior.
Study of human mind and behavior.
It means a science or the study of subject.
Concept of Behavior, Experience and Mental Processes.
  Nature of experience can only be understood by analyzing a complex set of internal and
external conditions
  Behavior is the response or reactions that are made or the activities in which people are
engaged in.
  Overt and covert behavior are associated with some stimulus in the environment or changes
that happen internally.
MENTAL PROCESSES
  We use our mental processes when we think or try to solve a problem, to know or
remember something.
  One level at which these mental processes are reflected is the brain activity. As we think or
solve a mathematical problem, our brain activities can be observed using different techniques
of brain imaging.
  However, we cannot say that brain activities and mental processes are the same, although
they are interdependent.
  Mental activities and neural activities are mutually overlapping processes but, they are not
identical.
  Unlike the brain, the mind does not have a physical structure or has a location. Mind
emerges and evolves as our interactions and experiences in this world get dynamically
organised in the form of a system which is responsible for the occurrence of various mental
processes.
  Brain activities provide important clues to how our mind functions. But the consciousness of
our own experiences and mental processes are much more than the neural or brain activities.
Even when we are asleep some mental activities go on.
Psychology Practical Page 10

Experiences
  Experiences are subjective in nature. We cannot directly observe or know someone else’s
experience. Only the experiencing person can be aware or be conscious of her or his
experiences.
  Thus, experiences are embedded in our awareness or consciousness. Psychologists have
focused on experiences of pain being undergone by terminally ill patients or of psychological
pain felt in bereavement, besides experiences which lead to positive feelings, such as in
romantic encounters.
 Experiences are influenced by internal and the external conditions of the experiencer. If you
are travelling in a crowded bus during a hot summer day, you may not experience the usual
discomfort if you are going for a picnic with some close friends
Behaviour
  Are responses or reactions we make or activities we engage in. When something is hurled at
you, your eyes blink in a simple reflex action. You are taking an examination and can feel your
heart pounding.
  You decide to go for a particular movie with a friend. Behaviours may be simple or complex,
short or enduring. Some behaviours are overt. They can be outwardly seen or sensed by an
observer.
  Some are internal or covert. When you are in a difficult situation while playing a game of
chess you almost feel your hand muscles twitching, trying to experiment with a move. All
behaviors, covert or overt, are associated with or triggered by some stimulus in the
environment or changes that happen internally.

Examples
Behaviors are responses or reactions we make or activities we engage in. Examples of overt behavior:
Blinking of eyes when a something is hurled at a person.

withdrawing the hand immediately after touching a hot pan.
Examples of covert behavior:

The twitching of hand muscles while playing a game of chess. pounding of heart during an
interview.
GOALS OF PSYCHOLOGICAL ENQUIRY
Steps in Conducting Scientific Research

HISTORICAL BACKGROUND OF PSYCHOLOGICAL TESTING
Francis Galton (1822-1911) was the first scientist to undertake systematic and
statistical investigation of individual differences. He was preceded by other
psychologists who were either concerned with problem of dualism of mind and
matter or general problems and theories rather than individual differences.
Ernst Heinrich (1795-1878), educated as an anatomist and physiologist had
quantitative experimental approach to psychological problems. He experimented on
weight discrimination, vision, hearing etc.
Gustav Theodor Fechner (1801-87) who started his career in physics and chemistry
was more concerned about the application of exact methods of natural science to the
study of inner world i.e. the relation of mental processes to physical phenomenon.
J. Muller (1801-58), a professor of physiology was especially interested in the
physiology of the senses and in reflex action and did significant experiments in space
perception.
Alexander Bain (1818-1903) a professor of logic, mental philosophy and English
literature in Aberdeen University, utilized, organised and interpreted the works of
Weber and Fechner and tried to put them in application.
Wilhelm Wundt (1832-1920) established the first lab of psychology in 1879 at
Leipzing, Germany. He employed physiological methods and introspection in his
research.

Jean Esquirol (1772-1840) made the explicit distinction between mental illness and
mental deficiency. He also differentiated among the several levels of mental
deficiency. He tried to differentiate them on the basis of physical measurements,
especially size and formation of the skull but was not successful. He also said that
development and use of language is one of the most useful and valid criteria for
differentiating levels of mental deficiency.
On the other hand, Senguin (1812-80) developed methods in the training of mental
defectives. His methods emphasized the development of greater sensory sensitivity
and discrimination and of improved motor control and utilization.
The term mental test was first employed by McKean Cattell in a publication of
1890. Cattell tests were of memory, imagery, hearing, colour vision, reaction time
etc.
Binet and Simon (1905) developed the first standard scale of intelligence to
differentiate among three levels of mental deficiency- moron, imbecile and idiot.
Shortly after 1916 the most significant occurrence in psychological testing was the
development of group tests. During World war I government wanted to recruit
individuals in army by means of psychological methods. So, two group tests were
developed Alpha Verbal Test and Beta Non-verbal Test. This led to the use of
psychological tests in various fields.
Aptitude testing also received impetus in world war I. Aptitude tests was developed
to measure an individual’s ability to perform a task of specific kind... In World War I
aptitude tests were used to select men for tasks requiring specific skills. This was
followed by developing Occupational Interest Inventory, test batteries (during World
War II) personality tests, rating scales etc. Since the World War I the use of
psychological tests has continuously increased.
IMPORTANT CONCEPTS
EXPERIMENT- A carefully controlled scientific procedure conducted to determine
whether certain variables manipulated by the experimenter have an effect on other
variables.
HYPOTHESIS- A possible explanation for a behaviour being studied that can be

answered by an experiment or a series of observation. It can also be defined as
tentative answer to a problem.
VARIABLES- Factors that can be varied and can assume more than one value.

INDEPENDENT VARIABLE- A variable that is controlled by the experimenter

and is applied to the participants to determine its effect.
DEPENDENT VARIABLE- A measurable behaviour that is exhibited by a

participant and is affected by the independent variable.
CONTROL GROUP- The group in which participants are treated identically to

participate in the experimental condition, except that the independent variable is not
applied to them.
EXPERIMENTAL GROUP- The group in which independent variable is

introduced
ADVANTAGES OF EXPERIMENTAL METHOD-
 It helps in discovering the causes of behaviour.

 It also helps in understanding cause and effect relationship.
DISADVANTAGES OF EXPERIMENTAL METHOD
 It cannot be used to study all kinds of behaviour.

 The experiments may produce results that do not apply in real life situations.
 They have low external validity.
 It is difficult to know and control all the relevant variables.
PSYCHOLOGICAL TEST- A psychological test is a standardized instrument

designed to measure objectively, one or more aspects of total personality by means of
verbal or non-verbal responses. Standardization means the test is objective, reliable
and valid.
CHARACTERISTICS OF PSYCHOLOGICAL TEST
 STANDARDIZATION- The procedures are specified precisely, so that

different testers will follow the same procedures when they administer the
same test to different subjects this means that test performance of different
people or the same persons at different times or occasions can be compared
directly.

 OBJECTIVITY- Objectivity refers to the fact that if two or more researchers

administer a psychological test on the same group of people, both of them
would come up with more or less the same values for each person in the group.
The items convey the same meaning to everyone. Specific instructions and the
procedure for administering the test are specified. The impact of personal bias
is kept under control.
 NORMS- Norm is an average score on a particular test made by a specific
population. Reference to a test table of norms enables us to rank an individuals
performance relative to his own age group.
 RELIABILITY- It refers to the consistency of the scores obtained by an

individual on the same test on two different occasions.
Types of Reliability
Test Retest reliability- it is computed by finding co-efficient of correlation
between the two sets of scores on the same set of persons. It indicates the temporal
stability or stability of the test scores over time.
 Split Half Reliability-It gives an indication about the degree of internal
consistency of the test. The test is divided into two equal halves employing odd
even method.
Validity - The type of test being administered must measure what it is intended to
measure.

Types of Validity
Face Validity
Face validity is a measure of how representative a research project is ‘at face value,'
and whether it appears to be a good project.
Content Validity
Content validity is the estimate of how much a measure represents every single
element of a construct.
Criterion Validity
Criterion Validity assesses whether a test reflects a certain set of abilities.

 Concurrent validity measures the test against a benchmark test and high
correlation indicates that the test has strong criterion validity.
 Predictive validity is a measure of how well a test predicts abilities. It involves
testing a group of subjects for a certain construct and then comparing them with
results obtained at some point in the future.
Construct Validity
Construct validity defines how well a test or experiment measures up to its claims. A
test designed to measure depression must only measure that particular construct,
not closely related ideals such as anxiety or stress.
STANDARDISED INSTRUCTIONS
Standardized instructions are given in the manual. The tester gives these instructions
only to maintain the uniformity.
UNIFORMITY IN CONDUCTION - The tester conducts the test in a uniform way

irrespective of their culture.
OBSERVATION
It is an effective method of describing behaviour. Witnessing an event and

recording.

STEPS OF OBSERVATION
1. a) Selection- Psychologists select a particular behaviour for observation e.g.

One may be interested to know how children behaviour behave on their first
day in school.
2. b) B) Recording- the researcher records the selected behaviour using different
means such as marking tallies for a behaviour, taking notes describing each
activity in detail.
3. c) Analysis of data- Psychologists analyzes whatever they have recorded to
derive meaning out of it.
TYPES OF OBSERVATION
NATURALISTIC OBSERVATION- This refers to observations done in natural

and real life settings. The observer makes no effort to control or manipulate the
situation. This type of observation is conducted in schools and hospitals.
Controlled observation- this type of observation is doe in laboratory experiments.
Participant observation- In this type of observation the observer becomes a part of the
group being observed.
Non- Participant Observation- In this type of observation, group or people are

observed from a distance or through a camera.
ADVANTAGES OF OBSERVATION METHOD
• Researcher obtains a data about a truly natural behaviour rather than a behaviour
that is reaction to experimental situation.
DISADVANTAGES OF OBSERVATION METHOD
 It can be difficult and time consuming

 Controls are lacking
 Difficult to generalize results
 Scientific objectivity is lost if experimenter interacts with the participants
SURVEY METHOD
It is a technique for sampling a wide variety of behaviour and attitude e.g. finding
out the attitude of people towards family planning. The survey research uses
different techniques like interviews, questionnaires and observations etc.
It can also be used to predict behaviour. Researcher must be careful in choosing the

sample. Advantage- It enables researcher to describe the characteristics of

relatively small sample and the generalize that information to a larger population
INTERVIEW
It refers to a face to face conversation with a purpose to derive factual information,

opinions and attitudes etc. there can be two broad types of interviews- structured or
standardized and unstructured or non-standardized. A structured interview is the
one in where the questions in the schedule are written clearly in a sequence. In an
unstructured interview the interviewer has the flexibility to take decisions about the
questions to be asked; the wordings of the questions and the sequence in which the
questions are to be asked. Questions can be either open ended or closed ended.
Closed ended questions have specified responses. Open ended questions can be
answered the way respondent wants to.
CASE STUDY
It refers to in-depth study of a particular case. The case can be an individual with
distinguishing characteristics or a small group of individuals having some
commonality among them, institutions and specific events. A case study employs
multiple methods for collecting information such as interview, observation and
psychological tests. It provides in depth information about a person’s life but at the
same time validity in single case is quite challenging
CORRELATION STUDIES
Correlational studies are done to find relationships between variables for prediction
purposes. The strength and direction of the relationship ids determined y
correlational coefficient and its value can range from +1.0 to -1.0. The coefficient
of correlation is of three types- positive, negative and zero. A positive correlation
indicates that as the value of one variable increases, the value of other variable also
increases. Negative correlation indicates as the value of one variable increases, the
value of other variable decreases. Zero correlation indicates that there is no
relationship between two variables.
QUESTIONNAIRE
It consists of predetermined set of questions. The respondent has to read the questions
and mark the answers on the paper. Both open ended and closed ended questions can
be used in the questionnaire. The questionnaire is mainly used for collecting
background and demographic information, attitudes and opinions, knowledge about a

particular topic. It is the most common, simple and low cost self report method of
collecting information.
FIELD EXPERIMENT AND QUASI EXPERIMENTS
In field experiment the researcher may go to the natural setting where the particular
phenomenon actually exists. For example teaching one group by demonstration
method and other group by lecture method and then comparing their performance. It
is more time consuming and expensive. In quasi experiment the independent variable
is selected rather than varied or manipulated by the experimenter for example in the
experimental group we can have children who have lost their parents in the
earthquake and in the control group who experience the earthquake but did not loose
their parents.
PERCENTILE RANK
An individual’s percentile rank on a test designates the percentage of cases or scores

lying below it. E.g. P-20 means the individual is situated above 20 percent of the
group fall below this persons rank.
DECILE RANK
It designates the one tenth part of the group in which any tested person is placed by
his score. E.g. A testee who has a decile rank of 10 is located in the highest 10
percent of the groups. It is used when the number of scores in a distribution is small.
STANINE – According to this method the standard population is divided into 9

groups. Stanine 1 is the lowest and stanine 9 is the highest.
STEN SCORES standard scores on a scale of ten
STANDARD SCORES- It designated the individual’s position with respect to the

total range and distribution of scores. The standard score indicates, in terms of
standard deviation how far a particular score is removed from the mean of the
distribution.
Z= X-M Where, X- individual score M- Mean SD SD- Standard deviation

It is standardized instrument used to measure

The researcher tries to manipulate
intellectual and non-intellectual characteristics of
the situation and tries to prove or
an individual through verbal or non-verbal
disapprove a hypothesis.
measures.
It determines cause and effect
It evaluates certain attributes of an individual.
relationship between variables.
It does not have an hypothesis

It is standardized and has norms
It has a hypothesis.
It does not have norms and is meant for verification of various principles.
Psychological Tests
Psychological testing refers to the administration of psychological tests. A

psychological test is "an objective and standardized measure of a sample of
behavior". The term sample of behavior refers to an individual's performance on
tasks that have usually been prescribed beforehand.
Performance on the items produces a test score. A score on a well-constructed test is
believed to reflect a psychological construct such as achievement in a school
subject, ability, aptitude, emotional functioning, personality, etc. Differences in test
scores are thought to reflect individual differences in the construct the test is
supposed to measure. The technical term for the science behind psychological
testing is psychometrics.
Types of tests
Tests have been developed to measure many different human developments. They are
classified as:
 On the basis of Administration – Group test and individual test
 On the basis of Behaviour – Ability tests [Intelligence tests and achievement tests],
Personality Tests [structures personality tests, projective techniques and behavioral
analysis]
 On the basis of context – Verbal tests, non-verbal tests, performance tests
(WRITE DETAILS FROM NCERT CHAPTER 1 CLASS XII)

USES OF PSYCHOLOGICAL TESTS
• These are used primarily for analysis and determination of individual differences in
general intelligence, aptitude, personality traits etc.
 Psychological tests are also used for a variety of psychological, educational,

cultural studies of groups as well as study of particular individuals.
 Test provides very useful information for educational and vocational guidance.
 In schools, tests can be used to identify students with low as well high
intelligence.
 It helps in knowing the causes of behavioural problems.
 In clinics, psychological tests are used for individual diagnosis of factors
associated with personal problems of learning, behaviour or specific
interpersonal relations.
 In business and industry, tests are helpful in selecting and classifying personnel
for placement in jobs.

PRACTICALS

INDEX
S. No. Particulars Signature
1. Raven`s Standard Progressive

Matrices
2. Maudsley’s Personality
Inventory
3. Sinha’s Comprehensive
Anxiety Test (SCAT)

Raven`s
Standard
Progressive
Matrices
PRACTICAL 1
TITLE: Raven`s Standard Progressive Matrices [RSPM]
Aim: To measure educative component of ‘g’ as defined in Spearman`s Two factor theory using
Raven`s Standard Progressive Matrices.
Basic Concept:
Differences in the functioning of two individuals, dull vs bright, quick vs slow, adaptive vs non-
adaptive etc. can be attributed to intelligence. But what is intelligence?
Many definitions have been given:
 Ability to adjust
 Ability to learn
 Ability to carry out abstract thinking
According to oxford dictionary, intelligence is the ability of perceiving, learning, understanding and
knowing.
Alfred Binet was one of the first psychologists to define intelligence as the ability to judge well,
reason well and understand well. “It seems to us that in intelligence there is a fundamental faculty, the
alteration or the lack of which, is of the utmost importance for practical life. This faculty is judgment,
otherwise called good sense, practical sense, initiative, the faculty of adapting one’s self to
circumstances.”
Wechsler defined it as the global capacity of an individual to think rationally and act purposefully.
Thorndike had suggested three types of intelligence:

 Abstract intelligence – ability to deal with symbols, words, formulas and numbers
 Social intelligence – ability to deal effectively with people and capacity to behave in social
situations.
 Concrete/mechanical intelligence – ability to deal effectively with machines and equipments.
Charles Spearman proposed two-factor theory of intelligence. According to this, intelligence

consisted of general factor and specific factor based on factor analysis. The `G` factor consists of
mental functions that are primary. In addition, individuals have specific factors too.
Louis Thurstone proposed the theory of primary mental abilities which states that intelligence consists
of 7 primary abilities, which are:
 Verbal comprehension
 Spatial relations
 Numeric abilities
 Perceptual speed
 Word fluency
 Memory
 Inductive reasoning
Harvard professor Howard Gardner has identified eight different types of intelligences that each
individual has the capacity to possess. The idea of multiple intelligences is important because it
allows for educators to identify differing strengths and weaknesses in students and also contradicts
the idea that intelligence can be measured through IQ.
Visual/Spatial - Involves visual perception of the environment, the ability to create and manipulate
mental images, and the orientation of the body in space.
Verbal/Linguistic - Involves reading, writing, speaking, and conversing in one's own or foreign
languages.
Logical/Mathematical - Involves number and computing skills, recognizing patterns and

relationships, timeliness and order, and the ability to solve different kinds of problems through
logic.
Bodily/Kinesthetic - Involves physical coordination and dexterity, using fine and gross motor skills,
and expressing oneself or learning through physical activities.
Musical - Involves understanding and expressing oneself through music and rhythmic movements or
dance, or composing, playing, or conducting music.
Interpersonal - Involves understanding how to communicate with and understand other people and
how to work collaboratively.

Intrapersonal - Involves understanding one's inner world of emotions and thoughts, and growing in
the ability to control them and work with them consciously.
Naturalist - Involves understanding the natural world of plants and animals, noticing their
characteristics, and categorizing them; it generally involves keen observation and the ability to
classify other things as well.
Assessment of Intelligence
Standardized intelligence testing has been called one of psychology's greatest successes. It is certainly
one of the field's most persistent and widely used inventions.
Since Alfred Binet first used a standardized test to identify learning-impaired Parisian children in the
early 1900s, it has become one of the primary tools for identifying children with mental retardation
and learning disabilities. It has helped the U.S. military place its new recruits in positions that suit
their skills and abilities.
In 1908, Alfred Binet gave the concept of Mental Age [MA] which is a subject`s intellectual
development with respect to others of his/her age group. Chronological Age [CA] is the biological
age.
IQ = MA X 100
CA
History and description
It is the most common and popular test administered to groups ranging from 5-year-olds to the elderly.
It is made of 60 multiple choice items, listed in order of difficulty that’s why it`s called
progressive. The original form of the matrices was first published in 1938. This test measures
abstract intelligence of an individual
The tests were developed for research purposes. Because of their independence of language and
reading and writing skills, and the simplicity of their use and interpretation, they quickly found
widespread practical application. For example, all entrants to the British armed forces from 1942
onwards took a twenty-minute version of the SPM.
Reliability
Over forty studies dealing with the reliability of the SPM have been reported in the literature. They
cover very wide range, many cultural groups and clinical as well as normal population. Results
have been summed up in the table 1.1
Age Range [years] SPM Retest MHV Retest Correlation between

Reliability Reliability SPM and MHV
Scores
13+ -1 .88 .87 .57

Under 30 .93 .97 .60

30-39 .88 .91 .51
40-49 .87 .98 .45
50 and above .83 .90 .44
 MHV – Mill Hill Vocabulary Scale – companion measure to SPM and asses verbal reasoning
ability in the general population.
Validity
The concurrent and predictive validities of SPM vary with the age, sex and the homogeneity of the
sample and the conceptual relevance of the criterion to which the SPM will be related and the
quality of its assessment. For English speaking children and adolescents, reliable correlation of
SPM with the Binet and Wechsler Scales range from .54 to .86. Some American studies with the
adults have yielded very high correlations between SPM and WAIS scores.
Preliminaries
Name:
Age:
Gender:
Class:
Place of conduction: Virtual Psychology Lab
Time:
Materials Required
SPM booklet, response sheet, SPM manual, pen/pencil
Precautions
1. Optimal conditions for testing were ensured before the test begun
2. Time of start and finish were noted
3. If the subject got stuck on a question, then they should move to the next question.
4. The tester should ensure that no question is left unanswered
Rapport Formation

Instructions
The following instructions were given:
1. This is a test which consists of a booklet containing 5 sets, each set has 12 items that sums up to
be 60 items in total.
2. The difficulty level of the test increases progressively.
3. Attempt all the items.
4. Choose the correct item that you think is the right answer and write it on the response sheet.
5. If you have any doubt, then clarify it right now.
6. There is no time limit but try to finish as soon as possible.
Test Administration
After the instructions were given, the subject was asked to fill in the necessary details. The tester
ensured that the instructions were clear and understood.
Introspective report/Verbal Report
The subject wrote “The first three sets were quite easy but gradually items became difficult and
required high level on concentration. Towards the end I didn’t feel like completing the test.”
[You can write the introspective report given by your subject]
Scoring
The total no. of problems solved correctly were scored which was calculated with the help of the
answer key. Thereafter, a single score is obtained by adding the total scores of the five columns.
The percentile score and grade corresponding to this are noted down from the manual for analysis.
Discrepancy score – The difference between the score a person obtains on each set and that normally
expected for his total score is called the discrepancy score shown numerically as:
Sets Set - A Set - B Set - C Set - D Set - E

Actual Score
Expected
Score
Discrepancy
Score

Percentile: Convert Raw score to percentile with the help of norms table
Grade:
Interpretation
The aim of administrating the SPM was to access the level of mental ability of the subject. SPM is a
test of person`s capabilities of abstract reasoning at the time of the test. This is done by providing
figures/patterns and measuring the ability to figure out patterns between them.
The subject`s raw score was which corresponds to percentile and grade .
Conclusion
[For Grade – 1]
The subject`s score shows that he is Intellectually Superior as his score lies at 95th percentile for
people of his age group. This shows that he has the following characteristics:
 superior abilities to reason, generalize or problem solve, high intelligence

 learns new things rapidly
 very perceptive, good sense of observation
 wide range of interests, overwhelmed by many interests and abilities
 long attention span, sustains concentration on topics of interest, persistent
[For Grade – 2]
The subject`s score shows that he has Above-Average Intellectual Capacity as his score lies
between 90th Percentile- 75th percentile for people of his age group. This shows that he has the
following characteristics:
 Easily recognizes patterns

 Very good memory.
 Advanced reasoning skills
 More curious than most students. Asks a lot of questions
[For Grade – 3]
The subject`s score shows that he has Average Intellectual capacity as his score lies between 25th
Percentile-75th percentile for people of his age group. This shows that he has the following
characteristics:
 make judgments and form opinions autonomously

 better able to construct and handle abstractions
 They usually respond and relate well to parents, teachers, and other adults.

 They exhibit an intrinsic motivation to learn
References
1. NCERT Psychology Textbook
2. SPM Manual, Author – J.C. Raven
3. Baron RA 2001/Indian Reprint Psych
4. Michael Egan, Mercury's Web: Some Reflections on Following Nature across Time and Place
Standard
Progressive Matrices
Sets A, B, C, D, E
Name: Date:
Place: Class:
Age: Gender:
Test Begun: Test ended:
Item A SCOR Item B SCORE Item C SCORE Item D SCORE Item E SCORE
n E n n n n
o. o. o. o. o.
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
5 5 5 5 5
6 6 6 6 6
7 7 7 7 7
8 8 8 8 8
9 9 9 9 9
10 10 10 10 10
11 11 11 11 11
12 12 12 12 12
Total Total Total Total Total

Time Total Score Grade
Tested by:
Standard Progressive Matrices
Correct Answers
Item No. A B C D E
1 4 2 8 3 7
2 5 6 2 4 6
3 1 1 3 3 8
4 2 2 8 7 2
5 6 1 7 8 1
6 3 3 4 6 5
7 6 5 5 5 1
8 2 6 1 4 6
9 1 4 7 1 3
10 3 3 6 2 2
11 4 4 1 5 4
12 5 5 2 6 5
Percentile Norms

Interpretation of Results for RPM
Grade 1 – Intellectually Superior – If the score lies at or above the 95th percentile for people of his/her
age group
Grade 2 – Above average intellectual capacity – If the score lies at or above the 75th to 90th percentile.
Grade 3 – Intellectual average – If the score lies between the 25th percentile and 75th percentile, if
the score is greater than the median and 3 -, if the score is less than the median.
Grade 4 – Below average intellectual capacity – If the score lies at or above the 25th percentile 4-, if
the score lies at or below the 10th percentile.



Maudsley`s
Personality
Inventory
Aim: To assess the introversion-extraversion, emotional stability-neuroticism dimensions of

personality of the subject using MPI.
Basic Concept:
According to Allport, personality is the dynamic organizations within the individual that determine
its behaviour.
Theories of Personality

 Behavioral Theories
Behavioral theories suggest that personality is a result of interaction between the individual and the
environment. Behavioral theorists study observable and measurable behaviors, rejecting theories
that take internal thoughts and feelings into account. Behavioral theorists include B. F.
Skinner and John B. Watson.
 Psychodynamic theories
Psychodynamic theories include Sigmund Freud's psychosexual stage theory and Erik
Erikson's stages of psychosocial development. Psychodynamic theories of personality are heavily
influenced by the work of Sigmund Freud, and emphasize the influence of the unconscious mind
and childhood experiences on personality.
 Structure of Personality
According to Freud, personality is divided in three parts – Id, ego and super-ego. Id operates on the
pleasure principle, while ego works on reality principle and super-ego works on the morality
principle.
 Division of mind
The mind is divided into three parts- conscious, pre-conscious and unconscious.
 Psychosexual stages

Erikson believed that personality progressed through a series of stages, with certain conflicts arising
at each stage. Success in any stage depended upon successfully overcoming these conflicts.
 Post/neo Freudian Approach
The Neo-Freudian psychiatrists and psychologists were a group of loosely linked American
theorists of the mid-twentieth century, who were all influenced by Sigmund Freud, but who
extended his theories, often in social or cultural directions.
 Carl Jung
He was a Swiss psychiatrist and psychotherapist who founded analytical psychology. The central
concept of analytical psychology is individuation—the psychological process of integrating the
opposites, including the conscious with the unconscious, while still maintaining their relative
autonomy. Jung considered individuation to be the central process of human development.

Jung created some of the best known psychological concepts, including thearchetype, the collective
unconscious, the complex, and extraversion and introversion.
 Alfred Adler
His emphasis on the importance of feelings of inferiority—the inferiority complex—is recognized as

an isolating element which plays a key role in personality development. Alfred Adler considered
human beings as an individual whole; therefore he called his psychology "Individual Psychology".
 Karen Horney
She was a German psychoanalyst who practiced in the United States during her later career. Her
theories questioned some traditional Freudian views. This was particularly true of her theories of
sexuality and of the instinct orientation of psychoanalysis. She is credited with founding feminist
psychology in response to Freud's theory of penis envy. She disagreed with Freud about inherent
differences in the psychology of men and women, and she traced such differences to society and
culture rather than biology.
 Humanist Theories
Humanist theories emphasize the importance of free will and individual experience in the
development of personality. Humanist theorists emphasized the concept of self-actualization,
which is an innate need for personal growth that motivates behavior. Humanist theorists
include Carl Rogers and Abraham Maslow.
 Trait Theories
The trait theory approach is one of the largest areas within personality psychology. According to this
theory, personality is made up of a number of broad traits. A trait is basically a relatively stable
characteristic that causes an individual to behave in certain ways. Some of the best known trait
theories include Eysenck's three-dimension theory and the five factor theory of personality.

Gordon Allport was one of the first modern trait theorists. Allport and Henry Odbert worked through
two of the most comprehensive dictionaries of the English language available and extracted around
18,000 personality-describing words. From this list they reduced the number of words to
approximately 4,500 personality-describing adjectives which they considered to describe
observable and relatively permanent personality traits.
Allport organized these traits into a hierarchy of three levels:
 Cardinal traits dominate and shape an individual's behavior, such as Ebenezer Scrooge’s greed or
Mother Theresa’s altruism. They stand at the top of the hierarchy and are collectively known as
the individual's master control. They are considered to be an individual's ruling passions. Cardinal
traits are powerful, but few people have personalities dominated by a single trait. Instead, our
personalities are typically composed of multiple traits.
 Central traits come next in the hierarchy. These are general characteristics found in varying
degrees in every person (such as loyalty, kindness, agreeableness, friendliness, sneakiness,
wildness, or grouchiness). They are the basic building blocks that shape most of our behavior.
 Secondary traits exist at the bottom of the hierarchy and are not quite as obvious or consistent as
central traits. They are plentiful but are only present under specific circumstances; they include
things like preferences and attitudes. These secondary traits explain why a person may at times
exhibit behaviors that seem incongruent with their usual behaviors. For example, a friendly person
gets angry when people try to tickle him; another is not an anxious person but always feels nervous
speaking publicly.
Cattel`s Classification
He believed that there is a common structure in which people differ. This could be determined
empherically by a statistical technique. He then developed the Sixteen Personality
Factor Questionnaire (16PF), an assessment tool commonly utilized today. The 16 personality
traits include:
1. Warmth (A)
2. Reasoning (B)
3. Emotional Stability (C)
4. Dominance (E)

5. Liveliness (F)
6. Rule-consciousness (G)
7. Social Boldness (H)
8. Sensitivity (I)
9. Vigilance (L)
10. Abstractedness (M)
11. Privateness (N)
12. Apprehension/Apprehensiveness (O)
13. Openness to change (Q1)
14. Self-reliance (Q2)
15. Perfectionism (Q3)
16. Tension (Q4)
 Type Approach
It is based on grouping people on the basis of psychological traits. One of the first of these theories
proposed by Hippocrates grouped people on the basis of bodily fluids:
 Sanguine – Cheerful and confident

 Melancholic - depressed
 Choleric – Hot tempered
 Phlegmatic – Calm and slow

Friedman and Rosenman
They have classified individuals into Type A and Type B personalities. The theory describes Type A
individuals as ambitious, rigidly organized, highly status-conscious, sensitive, impatient, take on
more than they can handle, want other people to get to the point, anxious, proactive, and concerned
with time management. People with Type A personalities are often high-achieving "workaholics",
push themselves with deadlines, and hate both delays and ambivalence.
The theory describes Type B individuals as a contrast to those of Type A. Type B personality, by
definition, are noted to live at lower stress levels. They typically work steadily, and may enjoy
achievement, although they have a greater tendency to disregard physical or mental stress when
they do not achieve. When faced with competition, they may focus less on winning or losing than
their Type A counterparts, and more on enjoying the game regardless of winning or losing. Unlike
the Type A personality`s rhythm of multi-tasked careers, Type B individuals are sometimes
attracted to careers of creativity: writer, counselor, therapist, actor or actress.
Hans Eysenck: Three Dimensions of Personality
British psychologist Hans Eysenck developed a model of personality based upon just three
universal trails:
Unlike Allport and Cattell, theorist Hans Eysenck only included three general traits in his list. They
are:
1. Introversion- Extraversion
As in Carl Jung's personality type theory, Eysenck classified people as either introvert, those who
directs focus on inner world, or extravert, those who gives more attention to other people and his
environment.
2. Neuroticism-Emotional Stability
This category is synonymous to "moodiness versus even-temperedness", where in a neurotic person

is inclined to having changing emotions from time to time, while an emotionally stable person
tends to maintain a constant mood or emotion.

3. Pyschoticism
This dimension refers to the finding it hard to deal with reality. A psychotic person may be
considered hostile, manipulative, anti-social and non-empathetic.
Methods of assessing personality
Personality assessment refers to the procedures used to evaluate people on the basis of certain
characteristics. The most commonly used methods for assessing personality are – psychometric
tests, self-report measures, projective techniques and behavioural analysis.
We are using self-report measures here, which are fairly structured, often based on a theory, that
requires subjects to give verbal responses using some kind of rating scale. The method requires
the subject to objectively report his/her own feelings with respect to various items. They are scored
in quantitative terms and are interpreted on the basis of norms developed for the test. Examples –
The Minnesota Multiphasic Personality Inventory [MMPI], Eysenck Personality Questionnaire
[EPQ] and 16 Personality factor [PF]
 Advantages – Used for career guidance, vocational exploration, personal counselling and
personality development.
 Disadvantages – Social desirability is the tendency on the part of respondent to endorse items in
a socially desirable manner. Acquiescence is the tendency of the subject to agree with items
irrespective of their contents.

Eysenck (1916–97), first propounded in his books Dimensions of Personality (1947) and The
Scientific Study of Personality (1952). Eysenck published the test initially in the journal Rivista
di Psicologia in 1956. Later versions of it were called the Eysenck Personality Inventory ( EPI)
and the Eysenck Personality Questionnaire(EPQ) .
MPI abbrev. [Named after the Maudsley Hospital in Denmark Hill, south London, where Eysenck
worked, and which in turn is named after the English psychiatrist Henry Maudsley (1835–1918)
who founded it].
Each of these two traits are measured by means of 48 questions.
Neuroticism refers to general emotional stability of a person, his emotional over responsiveness and
his stability to neurotic breakdown under stress.
Extraversion as opposed to introversion refers to the out-going, uninhibited, sociable proclivities of

a person. The two dimensions are conceived of as being quite independent: thus all the
theoretically possible combinations of scores may in fact be observed.
Preliminaries
Name:
Age:
Gender:
Qualification:
Place of conduction: Psychology Lab
Time:
Materials Required
MPI manual, response sheet, MPI questionnaire form, pen/pencil
Precautions

3. The tester should ensure that the subject is not familiar with the test.
4. Subject should be told that there is no correct answer.
5. Subject should not skip any item and use “?” only when required. 5. Subject should be assured of
confidentiality of test results.
Rapport Formation
Rapport was established between the subject and the tester, prior to the test so that he/she could feel
comfortable and at ease. In such a state, she/he should answer the questions in a calm manner and
any doubts should be cleared before starting the test.
Instructions
 “There are some questions regarding the way you feel, behave and react.”
 In each item there are three answers `yes`, `no` and `?`
 Don’t leave any question and try to complete as soon as possible.
 There are total of 48 items in this test.
 There are no right or wrong answers
 Give the first natural answer as it comes to you. When in doubt, give the best possible answer.
Administration
After the instructions were given, the subject was asked to fill in the necessary details. The tester
ensured that the instructions were clear and understood.
The MPI questionnaire was given to the subject and was completed in less than 10-15 minutes. The
raw score was obtained after the subject completes the test.
Introspective report
The test was quite insightful and fun to do. The tester made me feel at ease.
Scoring
The inventory is scored directly from the test forms. The raw scores were converted into Standard
Score through the Short Scale and Long Scale Forms which was added to give a total of

for neuroticism and for extraversion respectively. All the items that are in
`YES` are weighed as 2 [except the ones where NO is allotted 2] and `No` is scored as 1. All the
`?` are scored 1.
Result table
Neuroticism Extraversion
Raw Score
Standard Score [Sten

Score]
Conclusion
Personality is the dynamic organization within the individual of those psychophysical systems which
determine his/her unique and characteristic thought and behaviour. Trait is a relatively enduring
attribute or quality on which individuals differ from one another. Extroversion is the outgoing,
uninhibited and sociable proclivities of a person. The subject’ raw score for Extraversion = 42
[write your subject`s score here] and for Sten score for Extraversion=10 [write your subject`s score
here]. Since the Sten’s score was 10 [write your subject`s score here] for Extraversion, she was
seen as highly extraverted. She is highly sociable, friendly, outgoing and enjoys interacting with
other individuals. The subject’s score for raw score for “Neuroticism”=20 [write your subject`s
score here] and for Sten score= 5 [write your subject`s score here] .Since the Sten score was 5
[write your subject`s score here] for “Neuroticism”, she was seen to be neither extremely neurotic,
nor extremely emotionally stable, but was seen to be of average emotional stability.
Note: (IF subject gets sten scores of 1,2,3 on neuroticism subject is stable; if sten is 4,5,6,7, subject
is of average stability and 8,9,10 then subject is unstable so describe accordingly. For
extraversion 1,2,3, subject is an introvert; 4,5,6,7, ambivert and 8,9,10, subject is an extravert )
References
 MPI manual
 NCERT psychology textbook
 A Dictionary of Psychology

 Baron RAC (2001)
[To be attached on a blank page opposite to conclusion section]
Interpretation Table
To interpret the scores, your E score and your N score are plotted on a graph from which you can
read your personality characteristics. The nearer the outside of the circle you are, the more marked
are the personality traits.

MPI
Scoring Table
Neuroticism Extraversion
Item no. Response Score Item no. Response Score
2 1
3 4
6 5
7 8
10 9
11 12
13 20
15 26
17 28
19 32
21 34
23 38
25 42
27 44
29 46
31 48
33 14
35 16
37 18
39 22
41 24
43 30
45 36
47 40
Total Total

Raw Score Raw Score

Converted Converted
Score Score
Scoring:
Yes – 2
No – 0
?-1
 For items: 14, 16, 18, 22, 24,30, 36 and 40 scoring will be Yes = 0, No = 2,? = 1
OR USE THIS TABLE

Norms for General population [combined] for short scale
Dimensions 1 2 3 4 5 6 7 8 9 10
Extraversion 0-3 4 5 6-7 8 9 10 11-12 - -

Neuroticism - 0-2 3 4-5 6-7 8 9-10 11-12 - -
1 2 3 4 5 6 7 8 9 10
Sten scores
Norms for General population [combined] for long scale
Dimensions 1 2 3 4 5 6 7 8 9 10
Extraversion 0-15 16-18 19-21 22-24 25-28 29-31 32-34 35-37 38-40 41-48
Neuroticism 0-3 4-8 9-13 14-18 19-23 24-28 29-33 34-38 39-43 44-48
1 2 3 4 5 6 7 8 9 10
Sten scores

Sinha’s
Comprehensive
Anxiety test

PRACTICAL 3
TITLE: Sinha’s Comprehensive Anxiety Test (SCAT)
Aim: To assess the level of anxiety of the subject by using Sinha`s Comprehensive Anxiety Test by
AKP Sinha and LNK Sinha.
Basic Concepts
Anxiety is a vague, objectless fear or an uneasy feeling. It is an apprehensive feeling which is typically
accompanied by a variety of psychological factors, including increase in heart rate, drying up of
mouth, muscular tension and rapid breathing.
Three kinds of anxiety
1. State anxiety – It describes the experience of unpleasant feelings when confronted with specific
situations, demands or a particular object or event. It arises when the person makes a mental
assessment of some type of threat. When the object or situation that is perceived as threatening
goes away, the person no longer experiences anxiety. Thus, it’s a temporary condition in response
to some perceived threat
2. Trait Anxiety – It arises in response to a perceived threat but it differs in its intensity, duration
and the range of situations in which it occurs. It refers to the difference between people in terms
of their tendency to experience state anxiety in response to the anticipation of a threat. People with
a high level of trait anxiety experience more intense degrees of state anxiety to specific situations
than most people do not and experience anxiety toward a broader range of situations or objects
than most people.
3. Somatic anxiety– It is the physical symptoms of anxiety, such as butterflies in the stomach. It is
commonly contrasted with cognitive anxiety, which is the mental manifestations of anxiety or the
specific thought processes that occur during anxiety, such as concern or worry.
Anxiety is observed to manifest itself in the following ways:
 Health
 Ambition
 Social relationships
 Future
 Family
There are a number of approaches to study anxiety. Psychodynamic approach, Karen Horney`s Basic
anxiety and behavioural approach.
Psychodynamic Approach

 Freud was one of the persons who emphasized on the study of anxiety. He believed that neurotic
anxiety was the result of a conflict between the id, ego and super ego.
 The id consists of all biological/primitive impressions based on pleasure principle.
 The ego takes into account the external reality in the shape of instinctive sexual and aggressive
urges and the morality related to it. Ego bridges the gap between id and the super ego. Anxiety in
this theory is an unpleasant feeling of tension or worry that is experienced by the person.
 Super ego is based on moral principle and focuses on the right/wrong as per the society.
Karen Horney`s Basic Anxiety
 She was one of the few women psychologists in the early psychoanalytic movement and disagreed
with Freud strongly over his views on differences between men and women.
 According to her, basic anxiety could result from a variety of things including direct or indirect
domination, indifference, erratic behavior, lack of respect for the child`s individual needs, hostile
atmosphere at home and so on.
Behavioural Approach
 This approach believes in ways in which anxiety becomes associated with observation and learning
by modelling.
SCAT is developed by AKP Sinha and LNK Sinha in 1995. The test consists of 90 items which are
to be answered in five categories on the basis of score obtained on the extremely high anxiety to
extremely low anxiety.
Preliminaries
Name:
Age:
Gender:
Qualification:
Time:
Materials Required
SCAT manual, SCAT questionnaire form, pen/pencil

Precautions
5. Subject should not skip any item
6. Subject should be assured of confidentiality of test results.
Rapport Formation
Instructions
 In each item there are two options, `yes` or `no`

 Read the questions carefully and put a `x` for whichever option suits you the best.
 There is no time limit for this test.
Administration
After the instructions were given, the subject was asked to fill in the demographic details. The subject
was asked to check whether he/she left any items unanswered.
Introspective Report
Behavioural report
The subject was calm while answering the questions. He/she did not take a long time in completing
the test.
Scoring

Scoring can be done by hand, for any response indicated `yes` score will be 1 and 0 for `no`. The sum
of all positive responses would be the total score of the subject.
Pages 2 3 4 Total
Raw Score
Interpretation
The aim of administering SCAT was to assess the level of anxiety of the subject. My subject scored
a total of which means he/she has anxiety.
Conclusion
Raw score of my subject is therefore he/she has anxiety.
References
1. SCAT manual
2. NCERT textbook, Psychology

3.
4.
5.

Self-Concept
Questionnaire
(SCQ)

PRACTICAL 4
TITLE: Self Concept Questionnaire (SCQ)
Aim: To assess the level of anxiety of my subject using Dr. Saraswat`s Self Concept Questionnaire.
Basic Concept:
Self – It refers to totality of an individual`s conscious experiences, ideas, thoughts and feelings with
regard to himself and herself.
The concept of self is created to help understand the personality theory better.
How does self develop – a newly born child has no idea of its self. As a child grows older, the idea
of self emerges and its formation begins. Parents, friends, teachers and significant others play a vital
role in shaping a child`s ideas about self. Our interactions with other people, our experiences and the
meaning we give to them serve as the basis of ourself. The structure of self is modifiable in the light
of our own experiences and the experiences we have of other people.
Personal Identity – It refers to those attributes of a person that makes him different from others. For
e.g. My name is Sonal/Mohan
Social Identity – It refers to those aspects of a person that link him/her to social or cultural group.
For e.g. I am a Muslim
Self-concept – The way we perceive ourselves and the ideas we hold about our competencies and
attributes is also called self-concept. This can be either positive or negative. A person may have a
positive view of her/his athletics or bravery but a negative view of his academic talent. Studies
indicate that by the age of 6-7 yrs children seem to have formed seld esteem atleast in four areas:
 Academics
 Social Competence
 Atheletic competence
 Physical appearance
Self-efficacy – refers to the believe of a person in his ability to control life outcomes.
Self as subject and object – When self is described as doing something [ I am dancer], it is a subject.
On the other other hand if it describes as an entity on which something is done, it is described as
subject.
Kinds of self
 Personal self – this leads to an orientation in which one feels primarily conserned with
oneself.

 Social self -the social self emerges in relation with others and emphasizes such aspects of life
as cooperation, unity, sacrifice, support or sharing.
Self-regulation
It refers to the ability to organise and monitor our overt behavior. People who are able to change their
behavior according to the demands of the external environment are high on self-regulation.
The SCQ was developed by Dr. R.K.Saraswat and it provides six separate dimensions of self concept,
namely physical [view about their body and health], social [sense of worth in social interactions],
temperamental [emotional state], educational [in relation to school, teachers and co-curricular
activities], moral [moral worth] and intellectual [ awareness of their intelligence and capacity to solve
problems].
Reliability
Test – retest reliability is 0.85
Preliminaries
Name:
Age:
Gender:
Qualification:
Time:
Materials Required
SCQ manual, SCQ questionnaire form, pen/pencil
Precautions
5. Subject should not skip any item

6. Subject should be assured of confidentiality of test results.
Rapport Formation
Instructions
 In each item there are five answer options, there are 48 items in total
 Read the questions carefully and a `√` for whichever option suits you the best.
 There is no time limit for this test
Administration
After the instructions were given, the subject was asked to fill in the demographic details. The subject
was asked to check whether he/she left any items unanswered.
Introspective Report/Verbal report
Behavioural report
the test.
Scoring
The respondent is provided with five alternatives to give his/her responses ranging from most
acceptable to least acceptabledescription of his/her self concept. The responses are in such a way that
the scoring system for all the items will remain the same i.e 5,4,3,2,1 whether the items are positive
or negative. If the respondents puts a tick mark fir first alternative the score is 5, for second alternative
the score is 4 and so on. The summated score of all the eight items in each self-concept dimension
provide the total self-concept score for that dimension. A high score on this indicates a higher self-
concept and vice versa. Now all the scores of each dimension will be added to get the total score of
an individual.

Scoring Table
Name
Age
Sex
Item No. A Item B Item No. C Item No. D Item E Item No F

Physical No. Temperamental Educational No. Intellectual.
Social Moral
2 1 4 5 6 7
3 8 10 12 34 11
9 21 14 15 35 13
20 37 16 17 41 18
22 40 19 25 42 33
27 43 23 26 44 36
29 46 24 30 45 38
31 48 28 32 47 39
Total Total Total Total Total Total
Interpretation
Sum of all areas:
Interpretation:

Interpretation and Classification of Raw scores for

all dimensions
Self- Concept Dimension Score Interpretation [Category]
33 to 40 High Self-concept
25 to 32 Above average self-concept
17 to 24 Average self-concept
9 to 16 Below average self-concept
Upto 8 Low self-concept
Interpretation and Classification of Raw scores for

total self-concept
Raw score Interpretation
193 to 240 High self-concept
145 to 192 Above average self-concept
97 to 144 Average self-concept
49 to 96 Below average self-concept
1 to 48 Low self-concept

Analysis and interpretation
My subject got a score of in the physical dimension which means he/she has self-concept
of her/his own body, health and physical appearance and strength. In social dimension my subject got
self-concept which means he/she has self-concept about her interpersonal skills and social
interactions. In temperamental dimension, he/she got a score of which corresponds to self-
concept about his/her emotional state and reactions. He/she got score in educational dimension
which shows that he/she has self-concept in relation to school, teachers and extra-curricular
activities. My subject got a score of in moral dimension which means he/she has self-
concept in his/her moral worth. In intellectual dimension, he/she scored which corresponds to
self-concept in awareness about his/her intelligence and capacity to solve problems.
Conclusion
My subject has a score of in total self-concept which means he/she has self-concept
References
1. SCQ Manual
2. NCERT Psychology textbook, XII
3. Lavery, B.B. 1993, Psychology

Adjustment
Inventory for
School
Students
(AISS)
PRACTICAL 5
TITLE: Adjustment Inventory For School Students (AISS)
Aim: To measure the adjustment of an individual using a standardized test for adjustment by AKP
Sinha and RP Singh.
Basic Concept
The concept of adjustment has originated from the term `adaptation`. It is the process where an
individual cope, responds to their environment. The behavioural process by which humans and other
animals maintain a state of equilibrium by various needs is called adjustment. It is how they cope
with change in the environment to act efficiently maintaining homeostasis.
James Denver defines adjustment as the modification to compensate for or meet special conditions.
James. C. Coleman says that adjustment is the outcome of the individual`s attempts to deal with the
stress and meet his needs, also his efforts to maintain harmonious relationships with the environment
Adaptation is the action or process of adapting. It is also the process of change by which an organism
or species becomes better suited to its environment.
Features:
 Varies from culture to culture

 Subjective in nature
 Continuous process
In the present test, adjuatment is being measured by three different ways:
 Social – Man needs to be accepted by the society in which he lives. He has to follow norms
of the society to be adjusted. He has to seek approval of the society and act accordingly.
 Emotional – An individual is emotionally adjusted if he/she is happy with themselves,
realizes his/her potential and is content with what he/she has achieved.
 Educational – An educationally well-adjusted person is one who has an ability to think and
innovate, he/she needs to be happy in their academic achievements.
The AISS seeks to segregate well-adjusted school students [14-18 years] from poorly adjusted
students in 3 areas – social, emotional, and educational. The test consists of 60 items where the subject
is required to answer in terms of `yes` or `no`. each item in the test is scored as per the instructions
given in the manual. The subject can be classified into five categories in accordance with the raw
scores obtained by them in the inventory. The five categories are

1. A – Excellent
2. B – Good
3. C – Average
4. D – Unsatisfactory
5. E – Very Unsatisfactory
Reliability
Split half – 0.95
Test retest – 0.93
Preliminaries
Subject`s name
Age
Gender
Class
Place of conduction
Materials required
AISS questionnaire, response sheet, scoring sheet, pen/pencil
Precautions
1. Optimal conditions for testing should be ensured before starting the test.
2. No questions should be left unanswered
3. Instructions should be clearly given
Rapport Formation
The subject was made to feel comfortable. General questions about the subject’s day and life were
asked. The subject was ensured that the results will be kept confidential.
Instructions
 In each item can be answered in `yes` or `no`


 Read the questions carefully

 There is no time limit for this test
Administration
After the instructions were given, the subject was asked to fill in the demographic details. It was
ensured that all instructions were clearly understood by the subject. The introspective report was
taken after the administration was done. The subject was asked to check whether he/she left any items
unanswered.
Introspective Report/Verbal report
Behavioural report
the test.
Scoring
Scoring was done as per the instructions given in the manual. The responses of the subject was marked
in the scoring sheet under the three dimensions and actual response [AR] and expected responses
[ER] were tallied with one another. If the ER and AR matched then given 1 mark and if it doesn’t
match then give 0 mark. After allotting the marks, total all the three dimensions and interpret the
scores from the result sheet.
Interpretation
Dimensions Total Score Result
Social
Emotional
Educational
Sum of all dimensions:
Conclusion
My subject has a total score of suggesting he/she has adjustment.

References
1. SCQ Manual
2. NCERT Psychology textbook, XII
3. Lavery, B.B. 1993, Psychology
AISS Scoring Sheet
Emotional Social Educational

Item ER AR Score Item ER AR Score Item ER AR Score
No. No. No.
1 Y 2 Y 3 Y
4 Y 5 Y 6 Y
7 Y 8 Y 9 Y
10 Y 11 N 12 N
13 Y 14 Y 15 Y
16 Y 17 N 18 N
19 Y 20 N 21 Y
22 Y 23 N 24 N
25 Y 26 N 27 Y
28 Y 29 Y 30 N
31 Y 32 N 33 N
34 Y 35 Y 36 Y
37 Y 38 N 39 Y
40 Y 41 N 42 Y
43 Y 44 N 45 Y
46 Y 47 Y 48 Y
49 Y 50 N 51 N
52 Y 53 N 54 N
55 Y 56 N 57 N
58 Y 59 N 60 N
Total Total Total

Classification of adjustment in terms of categories in the three areas
Area Category Description Male Female

[range of score] [range of score]
A Excellent 1 & below 1 & below
B Good 2-4 2-5
Emotional C Average 5-7 6-7
D Unsatisfactory 8-10 8-10
E Very unsatisfactory 11 & above 11 & above
B Good 3-4 3-4
Social C Average 5-7 5-7
B Good 3-4 3-4
Educational C Average 5-7 5-7
Classification of adjustment in terms of categories
Category Description Male Female

[range of scores] [range of scores]
B Good 6-12 6-14
C Average 13-21 15-22

Psychology Practicum Class Xii

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PSYCHOLOGY PRACTICALS . www.cbsepsychology.

PSYCHOLOGY PRACTICALS www.cbsepsychology.com

INSTRUCTIONS FOR PRACTICAL FILE

1. Practical File should be neatly written, headings to be typed. (sample will be

ADMINISTRATION AND PREPARING REPORTS OF FIVE

 Psychology Practical File with name

PSYCHOLOGY PRACTICALS www.cbsepsychology.com

 INTERPRETATION AND DISCUSSION

NOTE: PRACTICAL FILE SHOULD BE HAND WRITTEN.

PSYCHOLOGY PRACTICALS www.cbsepsychology.com

PSYCHOLOGY PRACTICALS www.cbsepsychology.com

(TO BE PRINTED on white sheet, and pasted On BLACK A4 Sheet)

PSYCHOLOGY PRACTICALS www.cbsepsychology.com

I further extend my deepest gratitude to MS. __________

I would also like to thank my parents for helping me to go my own

(TO BE PRINTED ON A WHITE SHEET AND PASTED ON BLACK A4

PSYCHOLOGY PRACTICALS www.cbsepsychology.com

PSYCHOLOGY PRACTICALS www.cbsepsychology.com

Introduction to Psychological testing [WRITE WITH BLACK PEN]

Concept of Behavior, Experience and Mental Processes.

Psychology Practical Page 10

Psychology Practical Page 10

Blinking of eyes when a something is hurled at a person.

Examples of covert behavior:

GOALS OF PSYCHOLOGICAL ENQUIRY

Steps in Conducting Scientific Research

Psychology Practical Page 10

HISTORICAL BACKGROUND OF PSYCHOLOGICAL TESTING

Psychology Practical Page 10

HYPOTHESIS- A possible explanation for a behaviour being studied that can be

Psychology Practical Page 10

INDEPENDENT VARIABLE- A variable that is controlled by the experimenter

DEPENDENT VARIABLE- A measurable behaviour that is exhibited by a

CONTROL GROUP- The group in which participants are treated identically to

EXPERIMENTAL GROUP- The group in which independent variable is

ADVANTAGES OF EXPERIMENTAL METHOD-

 It helps in discovering the causes of behaviour.

DISADVANTAGES OF EXPERIMENTAL METHOD

 It cannot be used to study all kinds of behaviour.

PSYCHOLOGICAL TEST- A psychological test is a standardized instrument

CHARACTERISTICS OF PSYCHOLOGICAL TEST

 STANDARDIZATION- The procedures are specified precisely, so that

Psychology Practical Page 10

 OBJECTIVITY- Objectivity refers to the fact that if two or more researchers

 RELIABILITY- It refers to the consistency of the scores obtained by an

Psychology Practical Page 10

Criterion Validity assesses whether a test reflects a certain set of abilities.

UNIFORMITY IN CONDUCTION - The tester conducts the test in a uniform way

It is an effective method of describing behaviour. Witnessing an event and

Psychology Practical Page 10

1. a) Selection- Psychologists select a particular behaviour for observation e.g.

NATURALISTIC OBSERVATION- This refers to observations done in natural

Non- Participant Observation- In this type of observation, group or people are

ADVANTAGES OF OBSERVATION METHOD

DISADVANTAGES OF OBSERVATION METHOD

 It can be difficult and time consuming

Psychology Practical Page 10

sample. Advantage- It enables researcher to describe the characteristics of

It refers to a face to face conversation with a purpose to derive factual information,

Psychology Practical Page 10

FIELD EXPERIMENT AND QUASI EXPERIMENTS

An individual’s percentile rank on a test designates the percentage of cases or scores

STANINE – According to this method the standard population is divided into 9